• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn.
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy
Organisms need energy to survive. Energy from the sun flows into and
out systems. This energy drives our world and the organisms in it.
Energy is lost “not destroyed” when it changes form. Flows Hot to Cold
Ecological systems are organized within each other. The effects on one
system will effect them all. All systems are interconnected.
All organisms are in a constant state of change over time with the
environment. Some organisms will change with another and will
develop special interactions. Others with the nonliving world.
Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.
Animals are interconnected in a complex web of life. Changes on one
part of the web have will effect other parts of the web and the
stability of the entire ecosystem.
Ecosystems have a way to balance changes so that up and
down fluctuations are part of the natural balance of the whole.
Copyright © 2010 Ryan P. Murphy

New Abiotic Factor: Water.
Copyright © 2010 Ryan P. Murphy
• Water availability varies greatly on this
planet.
Copyright © 2010 Ryan P. Murphy
• Water availability varies greatly on this
planet.
Copyright © 2010 Ryan P. Murphy
• Water is essential for life, and all organisms
depend on it.
Copyright © 2010 Ryan P. Murphy
• Homework Question: Describe some of the
adaptations displayed by plants and animals
to survive with low water availability.
– Work on bundled homework instead of your
journal as we cover them.
Copyright © 2010 Ryan P. Murphy
• Water requirements and plants.
–––-
Copyright © 2010 Ryan P. Murphy
• Hydrophytes: Plants which grow in water.
Copyright © 2010 Ryan P. Murphy
• Mesophytes: Plants with average water
needs.
Copyright © 2010 Ryan P. Murphy
• Xerophytes: Plants which grow in dry
environments.
Copyright © 2010 Ryan P. Murphy
• Adaptations of plants to survive with
minimal water include.
–––-
• Using stomata: Structures that can close to
keep water in when dry.
Copyright © 2010 Ryan P. Murphy
• Using stomata: Structures that can close to
keep water in when dry.
Copyright © 2010 Ryan P. Murphy
• Thick waxy cuticles to keep water in
(succulents, cacti)
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
• Small leaves, or absence of leaves.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit on TpT
• Deep roots
• Deep roots
Ecology Abiotic Factors Unit Link
• Eat prey items that are full of water.
Copyright © 2010 Ryan P. Murphy
• Have really dry feces.
• Come out only at night. Nocturnal.
• Seek shade, and live underground.
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• You can now complete this question on
page 3 of your bundled homework.
• You can now complete this question on
page 3 of your bundled homework.
• On the other end of the spectrum, too much
water can hurt a plant or animal. Too wet
will cause fungal growth.
Copyright © 2010 Ryan P. Murphy
• Many tropical plants have drip tips so that
water falls away from leaf and plant.
Copyright © 2010 Ryan P. Murphy
• Many tropical plants have drip tips so that
water falls away from leaf and plant.
Copyright © 2010 Ryan P. Murphy
• Lab Project with Isopods
– Groups can decide to conduct project about
– Light and Isopod movement
– Moisture and Isopod movement
– Temperature and Isopod movement
Copyright © 2010 Ryan P. Murphy
• We will used mixed Isopods
• – The pillbug (Armadillidium vulgare)
Copyright © 2010 Ryan P. Murphy
Or the Sowbug (Porcellio laevis).
Copyright © 2010 Ryan P. Murphy
• Which is a Pillbug, and which is a Sowbug?
Copyright © 2010 Ryan P. Murphy
• Which is a Pillbug, and which is a Sowbug?
Copyright © 2010 Ryan P. Murphy
• Which is a Pillbug, and which is a Sowbug?
Copyright © 2010 Ryan P. Murphy
• Which is a Pillbug, and which is a Sowbug?
Copyright © 2010 Ryan P. Murphy
• Which is a Pillbug, and which is a Sowbug?
Copyright © 2010 Ryan P. Murphy
• Pillbugs can roll into a ball. Sowbugs
cannot.
Copyright © 2010 Ryan P. Murphy
• Observation of Isopods
– Make a detailed sketch of an Isopod,and
describe it’s behaviors.
– Make sketch accurate, count segments, legs,
antennae.
– Make observations about the Isopods behaviors
and how it’s sensing the environment.
Copyright © 2010 Ryan P. Murphy
• Drawing might look like this.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
• The first two appendages on the male
abdomen are modified as elongated sex
organs.
Copyright © 2010 Ryan P. Murphy
• On the underside, females have leaf-like
growths at base of some legs.
Copyright © 2010 Ryan P. Murphy
• On the underside, females have leaf-like
growths at base of some legs.
– These brood pouches hold developing eggs and
embryos.
Copyright © 2010 Ryan P. Murphy
• Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy
• Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy
• Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit on TpT
• Activity! Sketching out the scientific
method.
– This requires a full page and will look like the
example on the next page when done.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Observe
Copyright © 2010 Ryan P. Murphy
Observe
Uses your senses,
sight, sound, taste,
touch, smell
Copyright © 2010 Ryan P. Murphy
Observe
Leads to questioning / generating a problem to
answer.
Uses your senses,
sight, sound, taste,
touch, smell
Copyright © 2010 Ryan P. Murphy
Observe
Gather
background
information
Copyright © 2010 Ryan P. Murphy
Observe
Gather
background
information
Copyright © 2010 Ryan P. Murphy
Observe
Gather
background
information
Form a new
Hypothesis
Copyright © 2010 Ryan P. Murphy
Observe
Gather
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Activity! Creating your own study about
Isopods.
– We will be collecting data periodically over the
next week.
Copyright © 2010 Ryan P. Murphy
• Isopod Research Sheet
• Isopod Research Sheet
• Information / Research Available Sheet.
• Information / Research Available Sheet.
• Some general questions.
– How are isopods connected to abiotic factors.
• Moisture, temperature, light, soil, etc.
– What is an isopod?
– Where do isopods live?
– What do they eat?
– What is their reproductive cycle?
– What is their importance (niche) and how do they
impact people?
Copyright © 2010 Ryan P. Murphy
• Gathering background information on
Terrestrial Isopods.
– Use the science name for the internet search.
– Find general knowledge first, then focus.
– Make focus on the pill bug and abiotic factors
– Find a source that is at your ability.
– Record the website address, title, author, year.
Cite sources using APA and Son of Citation
Machine.
– http://citationmachine.net/index2.php
Copyright © 2010 Ryan P. Murphy
• Experiments search for cause and effect
relationships in nature.
• These changing quantities are called
variables.
• Does your grade depend on how much
time you spend on your work?
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
– Independent variable is the one you have
control over (how much you studied).
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
– Independent variable is the one you have
control over (how much you studied).
• You have control over your grades.
• Variable: Changing quantity of something.
–––-
• Independent: (Change) The variable you
have control over, what you can choose
and manipulate.
• Independent: (Change) The variable you
have control over, what you can choose
and manipulate.
• Dependent: (Observe) What you measure
in the experiment and what is affected
during the experiment.
• Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
Everything is exactly the same except
for the independent variable.
• Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
Everything is exactly the same except
for the independent variable.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The students
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? =
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
Ecology Abiotic Factors Unit Link
• A student wants to find out if worms help
plants grow. The student use four containers.
The first container only contains soil. The
remaining containers are given increasing
numbers of worms. The same numbers of
small plants are placed in each and given the
same soil and growing conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
Ecology Abiotic Factors Unit Link
• Isopod Lab Project Requirements
A.) This is a partner project. One or more lab partners, all
will have to write independent reports.
B.) Project needs to be a testable question.
C.) Project needs to be quantifiable, that is, collects
numerical data.
D.) Project needs to be completed in less than a week.
E.) Project cannot harm Isopods.
F.) Set-up must occur swiftly so data can be collected in
class. (5 min set-up daily over week)
G.) Project cannot be overly distracting to other groups.
H.) Learn more…
http://www.biologycorner.com/worksheets/isopod_behavior_lab%28nore
port%29.html
Copyright © 2010 Ryan P. Murphy
• Set-up for the effects of moisture in
selected Isopod species.
Petri-dish
Doorway
Copyright © 2010 Ryan P. Murphy
Petri-dish
Doorway
Copyright © 2010 Ryan P. Murphy
Day of Control for all groups:
Petri-dish
Doorway
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit on TpT
• Isopod lab report example available sheet.
• You can now complete this question on
page 4 of your bundled homework.
• You can now complete this question on
page 4 of your bundled homework.

New abiotic Factor: Wind
Copyright © 2010 Ryan P. Murphy
• Wind is moving air and has a number of
important functions in an ecosystem.
– Some good, some bad.
Copyright © 2010 Ryan P. Murphy
• Wind is moving air and has a number of
important functions in an ecosystem.
– Some good, some bad.
Copyright © 2010 Ryan P. Murphy
• Create a bullet list in your journal, try to
summarize what you see quickly, do not
record word for word. This is a skill you will
need.
+
-
Copyright © 2010 Ryan P. Murphy
•  Wind brings weather, especially
precipitation.
– Water evaporates over ocean, wind carries water
over land where it falls.
Copyright © 2010 Ryan P. Murphy
•  Wind can also cause erosion of soil,
and will dry out areas much faster.
Copyright © 2010 Ryan P. Murphy
•  Eroded soil can be redistributed to an
area that needs it.
Copyright © 2010 Ryan P. Murphy
•  Wind can be very damaging to plants and
animal populations.
Copyright © 2010 Ryan P. Murphy
•   Wind also increases the intensity of
wild fires.
Copyright © 2010 Ryan P. Murphy
•  Animals and plants use wind in many ways.
Copyright © 2010 Ryan P. Murphy
• Question?
– How does wind effect plants and animals.
Copyright © 2010 Ryan P. Murphy

Animals use wind…
-
Copyright © 2010 Ryan P. Murphy

To smell.
 Water,
prey items, predators, etc.
Copyright © 2010 Ryan P. Murphy
• To smell.
– Water, prey items, predators, etc.
Copyright © 2010 Ryan P. Murphy
• Many animals mark their territory with their
smell.
– Urine and feces works well.
Copyright © 2010 Ryan P. Murphy

To fly with minimal effort.
Copyright © 2010 Ryan P. Murphy

To move.
Copyright © 2010 Ryan P. Murphy
• Many insects use wind to move / disperse.
Copyright © 2010 Ryan P. Murphy

To dry out and also to cool down.
Copyright © 2010 Ryan P. Murphy

To dry out and also to cool down.
Copyright © 2010 Ryan P. Murphy
• Crocodiles and alligators open their mouths
and allow wind to cool them down.
Copyright © 2010 Ryan P. Murphy
• Crocodiles and alligators open their mouths
and allow wind to cool them down.
Copyright © 2010 Ryan P. Murphy

Plants use wind
-
Copyright © 2010 Ryan P. Murphy

To pollinate.
 Pollination:
The transferring of pollen
(plants sex cells) from one plant to
another.
Copyright © 2010 Ryan P. Murphy

To pollinate.
 Pollination:
The transferring of pollen (plants
sex cells) from one plant to another.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Which flower uses wind to pollinate, and
which uses insects? Why?
Copyright © 2010 Ryan P. Murphy
• Which flower uses wind to pollinate, and
which uses insects? Why?
Copyright © 2010 Ryan P. Murphy
• Which flower uses wind to pollinate, and
which uses insects? Why?
Copyright © 2010 Ryan P. Murphy
• Which flower uses wind to pollinate, and
which uses insects? Why?
Copyright © 2010 Ryan P. Murphy
• Which flower uses wind to pollinate, and
which uses insects? Why?
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link

To disperse seeds.
Copyright © 2010 Ryan P. Murphy
• You can now complete these questions on
page 4 of your bundled homework.
• You can now complete these questions on
page 4 of your bundled homework.
• You can now complete these questions on
page 4 of your bundled homework.

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
Note:
FireFire
doesn’t
disperse
the seed
Note:
doesn’t
disperse
but
It is
 Water.
thetriggers
seed germination.
but is a necessary
covered here as it pertains to abiotic
 Animal.
part of some plants life
factors.
 Tension.
cycle. It is covered here as
it pertains to abiotic
 Fire.
factors.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy
• Why is it so important to disperse your
seeds a great distance from your mother?
Copyright © 2010 Ryan P. Murphy
• Why is it so important to disperse your
seeds a great distance from your mother?
Copyright © 2010 Ryan P. Murphy
• Why is it so important to disperse your
seeds a great distance from your mother?
Copyright © 2010 Ryan P. Murphy
• Answer! By getting the seeds far away from
mother…
Copyright © 2010 Ryan P. Murphy
• Answer! By getting the seeds far away from
mother…
– Competition between the parent plant and the
offspring for food and water is reduced.
Copyright © 2010 Ryan P. Murphy
• Answer! By getting the seeds far away from
mother…
– Competition between the parent plant and the
offspring for food and water is reduced.
– It reduces overcrowding.
Copyright © 2010 Ryan P. Murphy
• Answer! By getting the seeds far away from
mother…
– Competition between the parent plant and the
offspring for food and water is reduced.
– It reduces overcrowding.
– It provides opportunities to spread the plant to
new localities.
Copyright © 2010 Ryan P. Murphy
• Wind dispersal of seeds.

Wind Dispersal: When wind is used to
disperse either pollen or seeds.
 Most
common dispersal mechanism.
Copyright © 2010 Ryan P. Murphy

Wind Dispersal: When wind is used to
disperse either pollen or seeds.
 Most
common dispersal mechanism.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Video Link! Wind Dispersal
http://www.youtube.com/
watch?v=slUkyA2cy60
http://www.youtube.com/watch
?v=buZV0h4vfmQ
• Distance wind dispersed travel depends
on…
Copyright © 2010 Ryan P. Murphy
• Parachutes.
Copyright © 2010 Ryan P. Murphy
• Parachutes.
Copyright © 2010 Ryan P. Murphy
• Activity! How long can your table group
keep a milkweed parachute floating
through the air without touching it.
– Each table group needs to have one hand on
the table.
– You can form a chain.
– You must use your breathe to blow the seed
into the air and keep it floating.
Copyright © 2010 Ryan P. Murphy
• Gliders
– Natures perfect design.
Copyright © 2010 Ryan P. Murphy
• Gliders
– Natures perfect design.
Copyright © 2010 Ryan P. Murphy
• Gliders
– Natures perfect design.
Alsomitra macrocarpa vine seed (1:29 minutes)
video at… http://news.bbc.co.uk/earth/hi/earth_news/newsid_8391000/8391345.stm
Copyright © 2010 Ryan P. Murphy
• Helicopters.
Copyright © 2010 Ryan P. Murphy
• Helicopters.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
• Flutter / Spinner.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Activity – Wind Dispersal
A.) In this activity – You are required to design and
then build a seed dispersal mechanism that uses
the wind.
B.) The seed you will be given will be half of a pea
seed.
C.) Your mechanism will be dropped in front of a
fan that blows upward at an angle.
D.) The distance it travels will then be recorded.
E.) Behavior / Participation and design are all part
of your grade.
Copyright © 2010 Ryan P. Murphy
• Water and seed dispersal.
Copyright © 2010 Ryan P. Murphy

Water Dispersal: The seeds or fruits are
dropped from the plant into rivers, lakes
or seas.
 The
seeds float then wash up and germinate.
Copyright © 2010 Ryan P. Murphy

Water Dispersal: The seeds or fruits are
dropped from the plant into rivers, lakes
or seas.
 The
seeds float then wash up and germinate.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link

New Area of Focus: Island Biogeography
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Island Biogeography
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Island Biogeography
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Island Biogeography
Copyright © 2010 Ryan P. Murphy
WARNING! QUIZ FOLLOWS
Copyright © 2010 Ryan P. Murphy

Island Biogeography: The study of rates of
colonization and extinction of species on
islands.
Copyright © 2010 Ryan P. Murphy
• Please look at the graph below.
– What does Island size have to do with the
number of species found on the Island?
Copyright © 2010 Ryan P. Murphy
• Please look at the graph below.
– Answer! The larger the island, the higher the
number of species that can be found on it.
Copyright © 2010 Ryan P. Murphy
• You are paddling a life raft, on the horizon
you see two Islands far from each other., the
large one and small one.
– Which should you paddle toward?
Copyright © 2010 Ryan P. Murphy
• The larger the island, the higher the number
of species can be found on it.
Copyright © 2010 Ryan P. Murphy
• The larger the island, the higher the number
of species can be found on it. You will also
find more resources, and it will have fewer
extinctions including yourself.
Copyright © 2010 Ryan P. Murphy
• Why would a species that arrives on a small
island be vulnerable for extinction?
Copyright © 2010 Ryan P. Murphy
• Answer!
– Increase in competition for a small amount of
resources.
– Small islands have small populations.
– Small isolated populations can become extinct
more easily.
Copyright © 2010 Ryan P. Murphy
• On some small islands being small is better.
– Easier to survive.
– You need less food.
– Animals on these islands evolve to be smaller.
– There is still some debate over this issue.
Copyright © 2010 Ryan P. Murphy
This buffalo is the one
found on islands
• Flores Hobbit (Hominid)
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
• What is the correlation between the number
of bird species and the distance an island is
from the mainland.?
Copyright © 2010 Ryan P. Murphy
• Answer! The further an island is away from
the mainland, the fewer number of bird
species can be found on it.
Copyright © 2010 Ryan P. Murphy
• Answer! The further an island is away from
the mainland, the fewer number of bird
species can be found on it.
Copyright © 2010 Ryan P. Murphy
• The greater the distance, the fewer the
number of mainland species will successfully
make the journey.
Copyright © 2010 Ryan P. Murphy
• The greater the distance, the fewer the
number of mainland species will successfully
make the journey.
– Thus larger islands close to the mainland will
have more migrations than small islands that are
very far away.
Copyright © 2010 Ryan P. Murphy

MacArthur-Wilson Equilibrium Theory
 Island
size and distance from mainland
determine level of migrations and the rate of
extinctions on the island.
Copyright © 2010 Ryan P. Murphy

MacArthur-Wilson Equilibrium Theory
 Island
size and distance from mainland
determine level of migrations and the rate of
extinctions on the island.
Copyright © 2010 Ryan P. Murphy
• Plant and animal species must find a way to
traverse open water or skies to reach an
island.
Copyright © 2010 Ryan P. Murphy
• Plant and animal species must find a way to
traverse open water or skies to reach an
island.
Copyright © 2010 Ryan P. Murphy
• Your could arrive at an island by getting
blown off course by a storm, or flying a
great distance.
Copyright © 2010 Ryan P. Murphy
• Get stuck on a floating garbage island.
Copyright © 2010 Ryan P. Murphy
• Hitch a ride on a fallen tree.
Copyright © 2010 Ryan P. Murphy
• Humans can build a boat.
Copyright © 2010 Ryan P. Murphy
• Island hopping: Crossing a great distance
by a series of shorter journeys.
Copyright © 2010 Ryan P. Murphy
• Island hopping: Crossing a great distance
by a series of shorter journeys.
From Mainland
Copyright © 2010 Ryan P. Murphy
• Island hopping: Crossing a great distance
by a series of shorter journeys.
Copyright © 2010 Ryan P. Murphy
• Island hopping: Crossing a great distance
by a series of shorter journeys.
Copyright © 2010 Ryan P. Murphy
• Island hopping: Crossing a great distance
by a series of shorter journeys.
Copyright © 2010 Ryan P. Murphy
• Island hopping: Crossing a great distance
by a series of shorter journeys.
Copyright © 2010 Ryan P. Murphy
• Island hopping: Crossing a great distance
by a series of shorter journeys.
Copyright © 2010 Ryan P. Murphy
• Island hopping: Crossing a great distance
by a series of shorter journeys.
Copyright © 2010 Ryan P. Murphy
• Activity! Please sketch the following into
your journal.
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Which island will get the most migrations?
– Let’s find out with a simulation. Keep track of
the number of migrations that hit the Island
using the check system
. Use a ramp,
simulated islands, and round balls for coconuts.
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Which island will get the most migrations?
– Let’s find out with a simulation. Keep track of
the number of migrations that hit the Island
using the check system
. Use a ramp,
simulated islands, and round balls for coconuts.
Spin and then drop
so coconut path
across ocean is
random
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Please create the following spreadsheet.
Island
A
B
C
D
Number of migrations
• View of simulation from above.
Create a spinning dropping method that drops ball randomly.
The goal is a random spin off of the flat surface and down
the ramp to an island.
• It is very important to use the spin method
in the pitcher so that this is a random
journey across the ocean, and not bowling
for Island B.
• It is very important to use the spin method
in the pitcher so that this is a random
journey across the ocean, and not bowling
for Island B.
• Why did each island get that amount of
migrations? (A,B,C,D)
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Which Island had the most migrations?
– Answer: Island A. This island should have
more species because it parallels the
mainland while the other island does not. The
journey to reach this island is more likely.
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Which Island had the most migrations?
– Answer: Island A. This island should have
more species because it parallels the
mainland while the other island does not. The
journey to reach this island is more likely.
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Which Island had the most migrations?
– Answer: Island A. This island should have
more species because it parallels the
mainland while the other island does not. The
journey to reach this island is more likely.
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Which Island had the most migrations?
– B = Second place / likelihood of migrations.
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Which Island had the most migrations?
– C = Third place / likelihood of migrations
because it is further away and a smaller
target.
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Which Island had the most migrations?
– D = Least likely to receive migrations because
it’s so remote and small.
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Which Island had the most migrations?
– D = Least likely to receive migrations because
it’s so remote and small.
– Island may also suffer many extinction events
because it’s so small.
A
C
D
B
M
A
I
N
L
A
N
D
Copyright © 2010 Ryan P. Murphy
• Relaxing ocean sounds and tranquil beach
needed for upcoming challenge slides.
– http://www.youtube.com/watch?v=mgSwZXEbxc0
• Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
– A - High level of migrations
– B - Small level of migrations
C - High level of extinctions
D – Low level of extinctions
Copyright © 2010 Ryan P. Murphy
• Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
– A - High level of migrations
– B - Small level of migrations
C - High level of extinctions
D – Low level of extinctions
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• You can now complete this question on
page 5 your bundled homework package.
• You can now complete this question on
page 5 your bundled homework package.
Tiny Island
• Preparation for two weeks from now.
– Please set up three containers with pond or
stream water.
– Have one be control with just water, and then
have the next three have increasing amounts
of nutrients / fertilizer.
– Label each one and place near light source.
Control
Low
Medium
High

New Area of Focus: Animal Seed Dispersal.
Copyright © 2010 Ryan P. Murphy
• New Area of Focus: Animal Seed Dispersal
– (Biotic = Living) But it’s being put into this
concept in ecology.
Copyright © 2010 Ryan P. Murphy

Animal seed dispersal: When animals aid
carrying away seeds.
Copyright © 2010 Ryan P. Murphy

Animal dispersal.
-
Copyright © 2010 Ryan P. Murphy

Animal dispersal.
-
Copyright © 2010 Ryan P. Murphy

Review - Animals help disperse pollen to
fertilize plants.
Copyright © 2010 Ryan P. Murphy

They carry and drop seeds.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy

Animals hide stashes of seeds and then
forget where.
Copyright © 2010 Ryan P. Murphy

Animals eat fruits that contain seeds.

Animals eat fruits that contain seeds.
 They
then pass out the seeds many hours later…
Happy Seed
Wet
Warm
Wet
Protected
Warm
Wet
Protected
Warm
Wet
Nutrient
Rich
Protected
Warm
Nutrient
Rich
Wet In the open
Far from Parent
Protected
Nutrient
Warm
Rich
Wet In the open
Far from Parent
Protected
Nutrient
Warm
Rich
Stomach acid
wore away
seed coat
Wet In the open
Far from Parent
Protected
Nutrient
Warm
Rich
Stomach acid
wore away
seed coat
Wet In the open
• Birds will eat seeds and carry them a great
distance.
Copyright © 2010 Ryan P. Murphy
• Strangler fig grows out of droppings that fall
high on a branch in a tree and then vines
grow around tree.
Copyright © 2010 Ryan P. Murphy
Bird eats fig fruit and flies many
miles away
Bird releases seed into a tree
when it releases waste.
Seed germinates in tree and
roots grow from the tree to the
ground
Roots strangle around tree.
Original tree dies leaving the
strangler fig. Process repeats.
• Video Link! (Optional) The Strangler Fig
• http://www.youtube.com/watch?v=UCUtp
mwacoE
• Malcura pomifera – Fruit that use to be
spread by giant ground animals of the last
ice age that are now extinct.
Copyright © 2010 Ryan P. Murphy
Giant
Ground
Sloth Scat
with seeds

Seeds sometimes stick to an animal and
hitch a ride to fall off later and in a new
location.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Activity! Quiz 1-10 – Name that seed
dispersal mechanism.
– Wind, Water, Animals, Tension,
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Answers! Quiz 1-10 – Name that seed
dispersal mechanism.
– Wind, Water, Animals, Tension.
Ecology Abiotic Factors Unit Link
• You can now complete this question on
page 5 your bundled homework package.
• New Area of focus: Fire Ecology
• Fire: Some seeds require a fire event or
very hot temperature after they have been
dispersed to germinate.
Copyright © 2010 Ryan P. Murphy
• Fire: Some seeds require a fire event or
very hot temperature after they have been
dispersed to germinate.
Copyright © 2010 Ryan P. Murphy
• Fire: Some seeds require a fire event or
very hot temperature after they have been
dispersed to germinate.
Copyright © 2010 Ryan P. Murphy
• Fire: Some seeds require a fire event or
very hot temperature after they have been
dispersed to germinate.
Copyright © 2010 Ryan P. Murphy
• Fire: Some seeds require a fire event or
very hot temperature after they have been
dispersed to germinate.
Copyright © 2010 Ryan P. Murphy
• Seeds are released into a nutrient rich
post fire environment with plenty of light.
Copyright © 2010 Ryan P. Murphy
• Seeds are released into a nutrient rich
post fire environment with plenty of light.
– Good chance the seeds will grow into a
mature tree.
Copyright © 2010 Ryan P. Murphy
• Are forest fires Good or Bad? Why?
Copyright © 2010 Ryan P. Murphy
• Fire ecology: A branch of ecology that
focuses on the origins of wildland fire and its
relationship to the environment that surrounds
it, both living and non-living.
Copyright © 2010 Ryan P. Murphy
• Does a forest fire help create plant growth?
Copyright © 2010 Ryan P. Murphy
• Answer! Yes.
– Dominating plants are substantially reduced by
fire which provide room for the less dominating
and sometimes more palatable species.
Copyright © 2010 Ryan P. Murphy
• Answer! Yes.
– Dominating plants are substantially reduced by
fire which provide room for the less dominating
and sometimes more palatable species.
Old dominating plants
Copyright © 2010 Ryan P. Murphy
• Answer! Yes.
– Dominating plants are substantially reduced by
fire which provide room for the less dominating
and sometimes more palatable species.
Old dominating plants
New Growth
Copyright © 2010 Ryan P. Murphy
• Answer! Yes.
– Dominating plants are substantially reduced by
fire which provide room for the less dominating
and sometimes more palatable species.
Old dominating plants
New Growth
Copyright © 2010 Ryan P. Murphy
Fire Adaptation: Plants have evolved with
special traits contributing to successful
abilities to survive fires at various stages in
their life cycles.
Copyright © 2010 Ryan P. Murphy
• Serotinous cones, fire resistant bark, fire
resistant foliage, or rapid growth and
development enable various kinds of plants
to survive and thrive in a fire prone
environment.
. • Serotinous cones, fire resistant bark, fire
resistant foliage, or rapid growth and
development enable various kinds of plants
to survive and thrive in a fire prone
environment.
• Serotinous cones, fire resistant bark, fire
resistant foliage, or rapid growth and
development enable various kinds of plants
to survive and thrive in a fire prone
environment.
• Serotinous cones, fire resistant bark, fire
resistant foliage, or rapid growth and
development enable various kinds of plants
to survive and thrive in a fire prone
environment.
Ecology Abiotic Factors Unit Link
• The “Let it Burn Philosophy” is based on…
Copyright © 2010 Ryan P. Murphy
• The “Let it Burn Philosophy” is based on…
– Large destructive fires result from fuel
accumulations above historic levels.
Copyright © 2010 Ryan P. Murphy
• The “Let it Burn Philosophy” is based on…
– Large destructive fires result from fuel
accumulations above historic levels.
– Both firefighters and the public risk loss of life
or serious injury.
Copyright © 2010 Ryan P. Murphy
• The “Let it Burn Philosophy” is based on…
– Large destructive fires result from fuel
accumulations above historic levels.
– Both firefighters and the public risk loss of life
or serious injury.
– Intense or long-lasting smoke caused by large
uncontrolled fire can impact air quality and
seriously affect respiratory health.
Copyright © 2010 Ryan P. Murphy
• The “Let it Burn Philosophy” is based on…
– Large destructive fires result from fuel
accumulations above historic levels.
– Both firefighters and the public risk loss of life
or serious injury.
– Intense or long-lasting smoke caused by large
uncontrolled fire can impact air quality and
seriously affect respiratory health.
– The costs of controlling larger and more
damaging wildland fires have risen
dramatically.
Copyright © 2010 Ryan P. Murphy
• Which is not part of the “Let it Burn
Philosophy.”
A.) Large destructive fires result from fuel
accumulations above historic levels.
B.) Both firefighters and the public risk loss of life or
serious injury.
C.) Fire poses a serious risk to the ecology of a
forest and should be suppressed.
D.) Intense or long-lasting smoke caused by large
uncontrolled fire can impact air quality and
seriously affect respiratory health.
E.)The costs of controlling larger and more
damaging wildland fires have risen dramatically.
Copyright © 2010 Ryan P. Murphy
• Which is not part of the “Let it Burn
Philosophy.” and the answer is…
A.) Large destructive fires result from fuel
accumulations above historic levels.
B.) Both firefighters and the public risk loss of life or
serious injury.
C.) Fire poses a serious risk to the ecology of a
forest and should be suppressed.
D.) Intense or long-lasting smoke caused by large
uncontrolled fire can impact air quality and
seriously affect respiratory health.
E.)The costs of controlling larger and more
damaging wildland fires have risen dramatically.
Copyright © 2010 Ryan P. Murphy
• Which is not part of the “Let it Burn
Philosophy.” and the answer is…
A.) Large destructive fires result from fuel
accumulations above historic levels.
B.) Both firefighters and the public risk loss of life or
serious injury.
C.) Fire poses a serious risk to the ecology of a
forest and should be suppressed.
D.) Intense or long-lasting smoke caused by large
uncontrolled fire can impact air quality and
seriously affect respiratory health.
E.)The costs of controlling larger and more
damaging wildland fires have risen dramatically.
Copyright © 2010 Ryan P. Murphy
• Which is not part of the “Let it Burn
Philosophy.”
A.) Large destructive fires result from fuel
accumulations above historic levels.
B.) Forest fires do not have any risks associated
with them.
D.) Intense or long-lasting smoke caused by large
uncontrolled fire can impact air quality and
seriously affect respiratory health.
E.)The costs of controlling larger and more
damaging wildland fires have risen dramatically.
Copyright © 2010 Ryan P. Murphy
• Which is not part of the “Let it Burn
Philosophy.” and the answer is…
A.) Large destructive fires result from fuel
accumulations above historic levels.
B.) Forest fires do not have any risks associated
with them.
D.) Intense or long-lasting smoke caused by large
uncontrolled fire can impact air quality and
seriously affect respiratory health.
E.)The costs of controlling larger and more
damaging wildland fires have risen dramatically.
Copyright © 2010 Ryan P. Murphy
• Which is not part of the “Let it Burn
Philosophy.” and the answer is…
A.) Large destructive fires result from fuel
accumulations above historic levels.
B.) Forest fires do not have any risks associated
with them.
D.) Intense or long-lasting smoke caused by large
uncontrolled fire can impact air quality and
seriously affect respiratory health.
E.)The costs of controlling larger and more
damaging wildland fires have risen dramatically.
Copyright © 2010 Ryan P. Murphy
Ecology Abiotic Factors Unit Link
• Video: Forest Fires (10 Minutes)
• http://www.youtube.com/watch?v=TSwYT
oj34jE
Ecology Abiotic Factors Unit Link
• You can now complete many parts to your
coloring and labeling page.
– Write relevant information next to the
drawings. Lightly color the objects only and
not the white space.
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Adaptation to
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Adaptation to
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Adaptation to
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Adaptation to
temperature
Desert
adaptation /
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Adaptation to
temperature
Desert
adaptation /
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Adaptation to
temperature
Desert
adaptation /
temperature
Info about
Isopods and
abiotic factors
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Adaptation to
temperature
Desert
adaptation /
temperature
Info about
Isopods and
abiotic factors
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Positives and
Adaptation to
negatives of wind
temperature
Info about
Isopods and
Desert
abiotic factors
adaptation /
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral
Positives and
Adaptation to
negatives of wind
temperature
Info about
Isopods and
Desert
abiotic factors
adaptation /
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral Seed Dispersal
Positives and
Adaptation to
negatives of wind
temperature
Info about
Isopods and
Desert
abiotic factors
adaptation /
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral Seed Dispersal
Positives and
Adaptation to
negatives of wind
temperature
Info about
Isopods and
Desert
abiotic factors
adaptation /
temperature
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
Range of
Tolerance
How light effects
Warm
organisms
SPONCH.
bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological / Behavioral Seed Dispersal
Positives and
Adaptation to
negatives of wind
temperature
Info about
Isopods and
Desert
abiotic factors
adaptation /
temperature Island Biogeography
Ecology Abiotic Factors Unit Link
• Activity! Abiotic Factors PowerPoint Review
Game.
Copyright © 2010 Ryan P. Murphy
• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to
NABT and NSTA)
• http://www.nabt.org/websites/institution/index.php?p=
1
http://learningcenter.nsta.org/browse_journals.aspx?j
Please• visit
at least one of the
ournal=tst
“learn more”
educational links
provided in this unit and
complete this worksheet
• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to NABT
and NSTA)
• http://www.nabt.org/websites/institution/index.php?p=1
• http://learningcenter.nsta.org/browse_journals.aspx?jo
urnal=tst
Ecology Abiotic Factors Unit Link
Areas of Focus within The Ecology: Abiotic Factors Unit
Abiotic Factors, Biotic Factors, The Big 7 Abiotic Factors, Organisms Range of Tolerance,
Light, How light affects Organisms, Photosynthesis, Factors in the Environment that Affect
the Amount of Light, How Organisms Movements are affected by light, Bioluminescence,
How temperature affects organisms, Thermoregulation, Physiological Regulation,
Behavioral Regulation, Adaptation, Hypothermia, Hyperthermia, Warm-Bloodedness
(Endothermy), Cold-Bloodedness, Hibernation / Torpor, Advantages of Warm-Bloodedness,
Disadvantages of Warm-Bloodedness, Advantages of Cold-Bloodedness, Disadvantages
of Cold-Bloodedness, Water, Water Requirements and Plants, Adaptations of Plants and
Water, Adaptations of Animals and Water, Wind, Positives and Negatives of Wind to
Organisms, How animals use Wind, How Plants use Wind, Wind Dispersal, Water
Dispersal, McArthur-Wilson Island Biogeography Theory, Animal Seed Dispersal, Fire
Ecology, Fire Dependence, Biogeochemical Cycles, Water Cycle, Carbon Cycle,
Photosynthesis, Cellular Respiration, Oxygen-Carbon Dioxide Balance, Nitrogen Cycle,
Phosphorus Cycle, Importance of
Phosphorus, Nutrients, Nutrient Pollution and Aquatic Systems, Eutrophication.
Ecology Abiotic Factors Unit Link
• This PowerPoint is one small part of my Ecology
Abiotic Factors Unit that I offer on TpT. This unit
includes…
• 4 Part 3,000+ Slide PowerPoint roadmap full of
activities, video and academic links, review
questions, and much more.
• 15 page bundled homework packaged that
chronologically follows PowerPoint, + modified
version, answers keys.
• 16 pages of unit notes with visuals.
• 2 PowerPoint review games
• Rubrics, Answer Keys, crossword puzzles,
games, and much more.
• Ecology Abiotic Factors Unit Link
• Please open the welcome / guide document
on each unit preview.
– This document will describe how to utilize these
resources in your classroom and provide some
curriculum possibilities.
• Please open the welcome / guide document
on each unit preview.
– This document will describe how to utilize these
resources in your classroom and provide some
curriculum possibilities.
• Please visit the links below to learn more
about each of the units in this curriculum and
to see previews of each unit.
– These units take me four busy years to complete
with my students in grades 5-10.
Earth Science Units
Extended Tour Link and Curriculum Guide
Geology Topics Unit
http://sciencepowerpoint.com/Geology_Unit.html
Astronomy Topics Unit
http://sciencepowerpoint.com/Astronomy_Unit.html
Weather and Climate Unit
http://sciencepowerpoint.com/Weather_Climate_Unit.html
Soil Science, Weathering, More
http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
Water Unit
http://sciencepowerpoint.com/Water_Molecule_Unit.html
Rivers Unit
http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= Easier
5th – 7th grade
= More Difficult
6th – 8th grade
= Most Difficult
8th – 10th grade
Physical Science Units
Extended Tour Link and Curriculum Guide
Science Skills Unit
http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html
Motion and Machines Unit
http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
Matter, Energy, Envs. Unit
http://sciencepowerpoint.com/Energy_Topics_Unit.html
Atoms and Periodic Table Unit
http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Life Science Units
Extended Tour Link and Curriculum Guide
Human Body / Health Topics
http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
DNA and Genetics Unit
http://sciencepowerpoint.com/DNA_Genetics_Unit.html
Cell Biology Unit
http://sciencepowerpoint.com/Cellular_Biology_Unit.html
Infectious Diseases Unit
http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
Taxonomy and Classification Unit
http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
Evolution / Natural Selection Unit
http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
Botany Topics Unit
http://sciencepowerpoint.com/Plant_Botany_Unit.html
Ecology Feeding Levels Unit
http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
Ecology Interactions Unit
http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
Ecology Abiotic Factors Unit
http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
Life Science
Curriculum Link
Human Body Systems and
Health Topics Unit
Anatomy Intro, Levels of Biological Organization Lesson
Bundle
Skeletal System Lesson Bundle
Muscular System Lesson Bundle
Anatomy Intro, Skeletal, Muscular System Review Game
Healthy Eating, Molecules of Life Lesson Bundle
Obesity, Dangers of Fast Food, Eating Disorders
Healthy Eating and Living Review Game
Eating Disorders, Anabolic Steroids
Digestive System Lesson Bundle
Circulatory System and Respiratory System Lesson Bundle
Anti-Tobacco, Dangers of Smoking Lesson Bundle
Circulatory and Respiratory System Review Game
Excretory System Lesson Bundle
Nervous System Lesson Bundle
Nervous System Review Game
Endocrine System Lesson Bundle, Puberty, Hormones
Human Reproductive Lesson Bundle, Fertilization
Endocrine and Reproductive System Review Game
Immune System, HIV, AIDS, STD's Lesson Bundle
Immune System, HIV, AIDS, STD's Review Game
Anatomy Crossword Puzzle
DNA and Genetics Unit
DNA Lesson Bundle
DNA Lesson Review Game
DNA Crossword Puzzle
Cell Division, Mitosis and Meiosis Lesson Bundle
Cell Division Review Game
Mitosis and Meiosis Crossword Puzzle
Genetics Lesson Bundle
DNA and Genetics Crossword Puzzle
Genetics Review Game
Cellular Biology Unit
Introduction to Cells, Cell History, Cheek and Onion Cell Lab,
Cell
Theory Lesson Bundle
Cell Review Game
Cell Transport Lesson Bundle, Osmosis, Diffusion, Active
Transport
Cell Transport Review Game
Characteristics of Life Lesson
Cellular Organelles Lesson Bundle
Cellular Organelles Visual Quiz
Cellular Organelles Review Game
Cell Unit Crossword Puzzle
Cell Unit Flash Cards
Cellular Biology Unit Preview, Homework Bundle, Unit Notes,
more
Life Science
Curriculum Link
Infectious Diseases Unit
Infectious Diseases Unit Intro and Virus
Lesson Bundle
Virus Lesson Review Game
Bacteria Lesson Bundle
Bacteria Review Game
Parasites Lesson Bundle
Immune System, HIV, AIDS, STD's
Lesson Bundle
Infectious Diseases Unit Crossword
Puzzle
Immune System, HIV, AIDS, STD's
Review Game
Evolution and Natural Selection
Evolution and Natural Selection Lesson Bundle
Evolution and Natural Selection Review Game
Human Evolution Lesson Bundle
Life Origins and Human Evolution Quiz Game
Geologic Timescale, Earth System History Lesson
Bundle
Earth Geologic History Quiz Game
Life Origins and Human Evolution Quiz Game Life
Origins, Miller Urey Experiment Lesson Bundle
Ecological Succession Lesson Bundle
Ecological Succession Review Game
Taxonomy and Classification Unit
Taxonomy and Classification Lesson Bundle
Taxonomy and Classification Review Game
Bacteria Lesson Bundle
Bacteria Review Game
Kingdom Protista Lesson Bundle
Kingdom Animal Lesson Bundle
Animal Phylums Visual Quiz
Class Mammalia Lesson Bundle
Kingdom Animalia Review Game and Mammalia
Kingdom Fungi Lesson Bundle
Kingdom Fungi Review Game
Kingdom Plantae Lesson Bundle
Botany Unit Review Game
Name the Kingdom, Phylum, Class Visual Challenge
Taxonomy and Classification Crossword Puzzle
Botany Unit
Botany Unit Intro, Non-vascular Plants, Plate Evolution
Lesson Bundle
Student Botany Projects, Grow Study Lesson Bundle
Botany Unit Review Game
Plants, Seeds, Seed Dispersal Lesson Bundle
Plants Review Game
Plants, Roots, Leaves, Lesson Bundle
Monocotyledons and Dicotyledons Lesson Bundle
Dendrochronology, Tree Ring Dating Lesson Bundle
Plant Hormones Lesson Bundle
Botany Unit Crossword Puzzle
Leaf Identification Lesson Bundle
Botany Unit Review Game
Plant Life Cycles, Flowers, Fruits Lesson Bundle
Plant Life Cycles, Flowers, Fruits Review Game
Life Science
Curriculum Link
Ecology Feeding Levels Unit
Ecology Food Chain Lesson Bundle
Biomagnification, Bioaccumulation of Pollution, Food Chain Lesson Bundle
Ecology Feeding Levels, Pyramid of Biomass, Number Lesson Bundle
Animal Dentition Lesson Bundle
Ecology Feeding Levels Unit Review Game
Ecology Feeding Levels Unit Crossword
Ecology Abiotic Factors Unit
Food Chain Board Game
Ecology Non-living Factors, Light Lesson
Bundle
Ecology, Non-living Factor Temperature
Ecology Interactions Unit
Lesson Bundle
Ecology Levels of Organization Lesson Bundle
Photosynthesis and Respiration,
Animal Habitats Lesson Bundle
Biogeochemical Cycles Lesson Bundle
Food Webs, Predator and Prey Cycles Lesson Bundle
Ecology Non-living Factors Quiz Game
Biodiversity and Population Sampling Lesson Bundle
Island Biogeography Lesson Bundle
Animal Competition Lesson Bundle
Nitrogen Cycle Lesson Bundle
Animal Camouflage and Mimicry Lesson Bundle
Phosphorus Cycle and Nutrient Pollution
Ecology, Camouflage, Mimicry, Population Sampling
Lesson Bundle
Review Game
Plant Succession, Fire Ecology, Lesson
Symbiosis Lesson Bundle
Bundle
Invasive Exotic Species Lesson Bundle
Ecology Interactions Part III, IV Review Game, Symbiosis, Ecological Succession Quiz Game
Ecology Flash Cards
Exotic Species
Ecology Interactions Unit Crossword Puzzle
Physical Science
Curriculum Link
Laws of Motion and Simple
Machines Unit
Newton's Three Laws of Motion
Newton's Laws of Motion Review Game
Friction Lesson, Types of Friction
Kinetic and Potential Energy Lesson
Newton's Laws and Forces in Motion
Forces in Motion Review Game
Catapults and Trajectory Lesson
Simple Machines Lesson
Simple Machines Review Game
Laws of Motion and Simple Machines Unit Flashcards
Laws of Motion and Simple Machines Crossword Puzzle
Laws of Motion, Forces in Motion, Simple Machines
Unit Preview, Homework, Notes
Atoms and the Periodic Table of the
Elements Unit
Science Skills Unit
Lab Safety Lesson Bundle
Microscopes and Magnification Lesson Bundle
Metric System / SI Lesson Bundle
Scientific Notation Lesson Bundle
Volume and Density Lesson Bundle
Scientific Method, Observation Skills Lesson Bundle
Science Skills Unit Flash Cards
Science Skills Unit Crossword Puzzle
Science Skills Unit Review Game
Science Skills Unit Preview, Homework Bundle,
Notes
Atoms, Atomic Number, Atomic Mass, Isotopes Lesson Bundle
Inside the Atom Lesson Bundle
Atoms Review Game
Atomic Theory, Electrons, Orbitals, Molecules Lesson Bundle
Atoms, Atomic Theory, Electrons, Orbitals, Molecules Review Game
Atomic Bonding, Balancing Chemical Equations, Reactions, Lesson Bundle
Atoms and the Periodic Table Crossword Puzzle and Solution
Atoms and Periodic Table Unit Preview, Homework Bundle, Unit Notes
Periodic Table of the Elements Unit Lesson Bundle
Periodic Table of the Elements Review Game
Matter, Energy, and the
Environment Unit
States of Matter, Physical Change, Chemical Change
States of Matter, Physical Change, Chemical Change Review
Game
Gas Laws Introductory Lesson Bundle
Gas Laws Review Game
Viscosity Lesson Bundle
Forms of Energy Lesson Bundle
Heat Transfer, Convection, Conduction, Radiation Lesson Bundle
Electromagnetic Spectrum Lesson Bundle
Forms of Energy, Particles, Waves, EM Spectrum Review Game
Electromagnetic Spectrum Visual Quiz
Electricity and Magnetism Lesson Bundle
Electricity and Magnetism Review Game
Matter and Energy Crossword Puzzle and Solution
Matter, Energy, and the Environment Unit Preview, Homework
Bundle, Notes
Environment Unit Bundle
Environment Unit Bundle Review Game
Earth Science
Curriculum Link
Geology Topics Unit
Plate Tectonics, Continental Drift, Earth's Core,
Plate Boundaries Lesson Bundle
Dynamic Earth Review Game
Plate Boundaries Visual Quiz
Volcanoes Lesson Bundle
Types of Volcanoes
Volcanoes Review Game
Earthquakes Lesson Bundle
Earthquakes Review Game
Rock Deformation, Compression, Tension,
Shearing
Minerals Lesson Bundle
Minerals Review Game
Rock or Mineral PowerPoint Quiz
Rocks and Minerals Lesson Bundle
Rocks and Minerals Flash Cards
Types of Rocks Visual Quiz
Rocks and the Rock Cycle Lesson Bundle
Rocks and Rock Cycle Review Game
Geologic Timescale, Earth System History Lesson
Bundle
Earth Geologic History Quiz Game
Geology Unit Crossword Puzzle
Geology Unit Preview, Bundled Homework, Unit
Notes
Astronomy Topics Unit
Solar System and Sun Lesson Bundle
Sun Lesson Bundle
Solar System and Sun Review Game
Solar and Lunar Eclipse Lesson Bundle
Inner Planets Lesson Bundle
Inner Planets Review Game
Moon, Phases of the Moon, Tides, Seasons, Lesson
Bundle
Rocketry Lesson Bundle
Asteroid Belt, Meteors, Torino Scale Lesson Bundle
Asteroid Belt and Rocketry Review Game
Mission to the Moon, Apollo Lesson
Outer Planets Lesson Bundle
Outer Planets Review Game
Beyond the Solar System Lesson Bundle
Beyond the Solar System, Galaxies, Black Holes,
Constellations Review Game
Galaxy Lesson, Hubble Exploration
Astronomy Unit Crossword Puzzle
Astronomy Unit in Spanish
Earth Science
Curriculum Link
Weathering, Soil Science, Soil
Conservation, Ice Ages, Glaciers
Unit
Mechanical and Chemical Weathering
Lesson Bundle
Mechanical and Chemical Weathering
Review Game
Soil Science Lesson Bundle
Erosion, Soil Conservation Lesson Bundle
Soil Science, Erosion, Soil Conservation
Review Game
Weathering, Soil Science Unit Flash
Cards
Weathering and Soil Science Crossword
Puzzle
Ice Ages and Glaciers Lesson Bundle
Ice Ages and Glaciers Review Game
Ice Ages and Glaciers Crossword Puzzle
Ice Ages, Glaciers Unit Flash Cards
Weathering, Soil Science, Soil
Conservation, Ice Ages, Glaciers Unit
Preview
Weather and Climate Unit
Atmosphere Lesson Bundle
Ozone Layer, Air Pollution, Skin Cancer
Atmosphere, Layers of the Atmosphere,
Pollution Quiz Game
Air Pressure and Winds Lesson Bundle
Severe Weather Lesson Bundle,
Hurricanes, Tornado, Blizzards
Seasons Lesson Bundle, Axial Tilt
Weather, Wind, Seasons, Quiz Game
Winds, Global Winds, Wind Chill Lesson
Bundle
Oceans and Weather, Water Cycle, Clouds
Lesson Bundle
Water Cycle and Clouds Lesson Bundle
Earth Science
Curriculum Link
Rivers, Lakes, and
Water Quality Unit
Rivers and Watershed Lesson Bundle
Flooding Lesson Bundle
Benthic Macroinvertebrate Lesson Bundle
Lake Turnover Lesson Bundle
Salmon Lesson Bundle
Fish Lesson, Fashion a Fish, Lesson Bundle
Rivers, Lakes, and Water Quality Unit Review Game
Rivers, Lakes, and Water Quality Crossword Puzzle
Rivers, Lakes, and Water Quality Unit Preview, Homework Bundle, Unit
Notes
Water Molecule Unit
Water Use, Water on Earth, Water Conservation Lesson Bundle
Groundwater, Groundwater Pollution Lesson Bundle
Properties of Water Lesson Bundle
Water Cycle Lesson Bundle
Water Unit Review Game
Water Unit Preview, Homework Package, Unit Notes, more
• Thank you for your interest and feel free to contact
me with any questions you may have. Best wishes.
• Sincerely,
• Ryan Murphy M.Ed
• www.sciencepowerpoint@gmail.com